Conference Submission

Guidelines

June 12 – July 12, 2017: Master Clinician Sessions

June 12 – August 14, 2017: Symposia, Workshops, Roundtables

June 12 – November 1, 2017: New Research Posters and

Travel Awards

July 17 – October 2, 2017: Awards and Career DevelopmentLeadership Program Applications

Submission site opens June 12, 2017

Submission Deadlines

Things To Know Before You Submit All session and poster presenters must register at the appropriate registration fee to attend the

conference. Session chairs/organizers are responsible for making sure that all presenters agree to this

requirement.

Communication for the 2018 conference is exclusively by email; add @attendeeinteractive.com to

your safe-sender list.

Credentials for login to submission site will be sent to members and 2017 presenters in early June.

Review and update your contact information at login.

Submission can be saved to complete at any time before the appropriate deadline (August 14, October

1 or November 1.)

Presenters may submit up to four presentations, but only two will be accepted. (Excludes chairs,

discussants and poster presentations.)

Session submitters/chairs are responsible for making sure the submission is complete by the deadline

(specifically symposia with individual titles/abstracts that need to be uploaded by the individual

presenters before August 14.)

Begin the submission process early to allow time to edit or add information. Save your submission and

use your login to finalize by the deadline.

Submission site closes at 11:59 pm (ET) on the stated deadline.

Incomplete or Late = Rejected

Presenters may submit up to four presentations, but only two will be accepted. (Excludes chairs, discussants and poster presentations.)

Session submitters/chairs are responsible for making sure the submission is complete by the deadline (specifically symposia with individual titles/abstracts that need to be uploaded by the individual presenters before August 14.)

Begin the submission process early to allow time to edit or add information. Save your submission and use your login to finalize by the deadline.

Submission site closes at 11:59 pm (ET) on the stated deadline.

Incomplete or Late = Rejected

All session descriptions and individual symposium abstracts are peer-reviewed for scientific and educational

merit. Provide enough content for reviewers to evaluate your submission.

Be clear about results, educational need, and contribution to advance science or practice. DO NOT write,

“…has been presented before with good reviews” or “results will be discussed.”

Write learning objectives using action verbs (see examples outlined below).

DO NOT enter test or multiple submissions for the same presentation. You can log in more than once up

to the deadline to complete an abstract.

Abstracts may not include charts, graphs, or references.

DO NOT include a department name in the author/presenter affiliation.

You must designate the level of the presentation: Read guidelines below.

Things to Know Before You Submit a Session

You must designate the level of the presentation:

Read guidelines below.

Introductory: Sessions for those who have not had training in the topic; appropriate for those in training and those interested in learning new skills. They can feature general overviews of conditions and research studies that do not require in-depth knowledge of the topic, as well as introductions to treatment planning and strategies.

Examples: “Introduction to Exposure Therapy for OCD,” “Pharmacotherapy for Treatment-Resistant Depression,” and “Use of Complementary and Alternative Medicine.”

Intermediate/Advanced: Sessions requiring a moderate understanding of a condition, experience with treatment strategies, or knowledge of related topics, including research studies. They provide little or no background information and focus on specific and advanced principles. Abstracts should include up to three concepts familiar to attendees, such as exposure and response prevention, reassurance seeking, or hierarchy.

Examples: “Incorporation of Specific Protocols to Treat Reassurance Seeking Behavior in OCD,” and “Enhancing Engagement in Exposure-Based Treatment for PTSD.”

Things to Know Before You Submit a Session

Master Clinician Sessions

Deadline: July 12, 2017

Interactive, experiential, in-depth training, and skills acquisition

Target experienced clinicians (MD, MFT, MSW, PhD, PsyD, etc.)

120 minutes

Submit title, 350-word (2500 characters maximum) abstract, three learning objectives, plus a detailed outline describing need, format, and past experience offering this program.

For intermediate/advanced sessions, describe what attendees should know to make the most of the session.

August 5: Acceptance/Rejection notices

Sample Outline:

Master Clinician Audience level: Advanced; expect participants to be familiar with DSM-5 criteria for

disorder and have experience treating patients with comorbid anxiety and mood disorders.

Format: Lecture, interactive role-playing, and discussion. Use video clips to demonstrate

techniques with different patients.

Overview:

Survey participants for their “burning questions.” (15 min.)

Give overview of theoretical framework and research. (15 min.)

Show techniques taught using video clips of cases that clearly demonstrate how to

implement this psychotherapeutic approach. (30 min)

Role-play using case examples generated by audience, or bring cases to discuss. (30

min.)

Follow-up discussion about barriers to implementation and answer questions. (20 min.)

Wrap up with how to learn more. (10 min.)

State past experience, such as: “I have offered versions of this session at national meetings

for the XYZ Association, Society of ABC, and regional meetings in the Southwest over the

past five years. I am board certified in sleep and behavioral medicine.”

Symposia Deadline: August 14, 2017

Group presentation organized around a specific theme

90 or 120 minutes

Up to 5 presenters, plus chair/co-chair and one optional discussant

Submit session title, 350-word (2500 characters maximum) abstract, three learning objectives

Submitter adds session details, plus searches for individual presenter, chair and discussant info in the

ADAA submission database (many presenters already have records and contact info. If not already in

the ADAA system, submitter will have the option to “add new presenter” so should have contact info,

degree, and email if necessary.)

Each presenter will receive an automated email with individual submission login credentials in order to

add their presentation title and 350-word abstract. Do NOT include presenter names in any

abstract, including the overall session abstract.

Session submitter is responsible for ensuring all presentations are added and for finalizing overall

submission.

October 30: Acceptance/Rejection notices

Ignite SymposiaWhat Is This?

These presentations are designed to “ignite” the audience about a subject and generate awareness, thought, and action. Speakers present research or cases around a theme, e.g. treatments for children or attention bias.

Each speaker is allocated 5 minutes and 20 presentation slides. Each slide is displayed for 15 seconds before being automatically advanced.

Speakers include significant time for discussion.

Deadline: August 14, 2017

Group presentation organized around a specific theme

60 or 90 minutes

Up to 10 presenters, plus chair

Submit session title, 350-word abstract, three learning

objectives, plus a 350-word abstract with unique title for

each presenter except discussant. Do NOT include presenter names in any abstract.

Submitter adds session details, plus individual presenter,

chair and discussant info by searching ADAA submission

database. (Option to “add new presenter” with contact info,

degree, email.)

Each individual presenter will receive an automated e-mail

with their submission login credentials in order to add their

presentation title and 350-word abstract. DO NOT include

presenter names in any abstract, including the overall

session abstract.

Session submitter is responsible for ensuring all

presentations are added, and finalizing overall submission.

October 30: Acceptance/Rejection notices

Sample Abstract: Symposia

Translational neuroscience builds on basic science models to investigate biological

underpinnings of anxiety disorders. The use of animal research paradigms allows for a

higher degree of experimental manipulation of phenomena observed clinically in humans.

For issues involving development, animal models can be especially useful, given the

shortened time frame between infancy and adolescence. One particularly powerful

experimental model for the neurobiology of posttraumatic stress disorder (PTSD) has been

fear conditioning, which can be used in several species, and at different stages of

development. In fear conditioning a stimulus that is repeatedly paired with an aversive

outcome takes on aversive properties. In addition to such “danger signals” conditioning

can also involve cues that are never paired with the aversive stimulus i.e., “safety signals.”

Furthermore, fear-conditioned stimuli can be presented repeatedly in the absence of the

aversive stimulus, thereby neutralizing the “danger signal” through the process of

extinction. This symposium will include new, previously unreported data from animal

studies on fear conditioning conducted at infancy and adolescence. Speakers will also

present clinical studies of fear conditioning in children growing up in violent

neighborhoods and data on fear conditioning and extinction in adults with PTSD. A

clinician will be the discussant and together with the basic and clinical researchers, will

discuss bench-to-community approaches to the study of vulnerability for PTSD across the

life span.

Workshops

Deadline: August 14, 2017

Interactive, experiential training,

skills acquisition, and discussion

of treatments through case

presentations

90 or 120 minutes

Up to 4 presenters

Submit a title, 350-word (2500

characters maximum) abstract,

three learning objectives, plus a

detailed outline describing need,

format, relevance including use of

video, role playing, discussion of

cases and audience participation

October 30:

Acceptance/Rejection notices

Sample Abstract: Workshops

Some individuals do not sufficiently benefit from the evidence-based treatments currently

available for anxiety disorders. One factor associated with poor treatment outcome is the

presence of treatment-interfering behavior (TIB). This workshop will describe Treatment-

Readiness Therapy (TRT), an approach to the modification of TIB. TRT is an integrative, modular

approach that draws from a variety of research and sources, including cognitive and behavioral

models and motivational interviewing principles, to address the various factors that influence

TIB. This workshop will apply the principle components of TRT in the presentation of case

vignettes. These vignettes will illustrate how to formulate a case. Additional case examples for

adults will demonstrate how to design interventions. TRT can be applied in different practice

settings and by a range of providers treating individuals with behavioral and pharmacological

treatment, or a combination. Attendees are encouraged to bring examples from their practice

to discuss. This workshop is for experienced clinicians from all disciplines. Students, trainees

and residents are welcome and encouraged to attend to learn about cases in real-world

settings.

Sample Outline: Workshops

Format: Lecture, presentation of case vignettes to illustrate how to formulate a

case.

Overview of Workshop:

Introduce yourself.

Meet participants to understand level of familiarity and “burning questions.”

(20 min.)

Give overview of theoretical framework and research. (15 min.)

Show techniques taught using cases that clearly demonstrate how to

implement this approach in different practice settings. (40 min.)

Follow-up discussion about barriers to implementation and answer questions.

(30 min.)

Wrap up with how to learn more. (10 min.)

State past experience, such as: “I have presented versions of this workshop at

national meetings for the XYZ Association, Society of ABC, and regional meetings

in the Southwest over the past five years. I am certified in CBT..”

Roundtables Deadline: August 14, 2017

Interactive discussion on a focused topic,

case presentations, issue, or question in

practice or research

60 minutes

Up to 6 panelists plus chair

Submit title, 350-word (2500 characters

maximum) abstract, including names of panelists, target audience, and three

learning objectives.

October 30: Acceptance/Rejection

notices

Sample Abstract: RoundtablesTechnology-augmented interventions address many of the challenges, including

availability, accessibility, and efficacy of CBT for anxiety disorders. Given recent advances

in the availability and affordability of smart and mobile devices and tablet technologies,

we’re seeing a paradigm shift in the delivery of evidence-based treatments. This trend will

increase accessibility to clinically effective and cost-efficient care with experientially

driven, user-friendly technology products combining interactive media and best practices.

These technologies have the potential to dramatically change the climate for early

outreach, dissemination, and implementation of EBTs targeted to needs of clinicians,

patients, and their families. Four panelists — Simon Rego, PhD; Luana Marques, PhD; Mark

Pollack, MD; and Lisa Hale, PhD — will discuss research and clinical projects that target

the development, evaluation, and dissemination of technology-enhanced clinical tools.

Projects reviewed will include educational, assessment, and treatments solutions targeting

PTSD, social anxiety disorder, and pediatric spectrum anxiety as a whole. The panelists will

share successes and challenges related to their respective technologies, including live

demonstration of project features. Given the panelists’ unique expertise and access to a

variety of enabling technologies, they will discuss how these technologies (e.g., webcams,

online videos, virtual reality) can be incorporated in the delivery of interventions for the

novice or seasoned clinician. Audience members will be encouraged to ask questions,

share their experiences with technology, and witness or interact firsthand with

the panelists’ technologies during the presentations.

Review Criteria for

Symposia, Workshops, RoundtablesHighly-Ranked Presentations:

Present innovative or novel approaches, techniques, or treatments.

Include researchers and clinicians on symposia and roundtables.

Address an important, highly relevant, or hot topic.

Include a topic that is a good fit with conference theme.

Provide high-value opportunities for learning and networking.

Present new data (for research sessions).

Address challenges or obstacles that arise when implementing treatments (for practice sessions).

Criteria:

Clearly written abstract and learning objectives.

Clearly described outcomes.

Description of why new skills, techniques, or approaches are important (for workshops).

Note:

New first-time presentations will be given priority.

If presentation has been made previously at ADAA, presenter will provide a rationale for why it should be repeated.

Learning

ObjectivesExamples

Focus on the attendee and describe what he or she will learn, know, or be able to do as a result of your session.

Use action verbs that describe measurable behaviors: analyze, apply, assess, create, compare, demonstrate, describe, discuss, explain, plan, practice, predict, recognize, summarize, use, etc.

Do not use these words: learn, know, understand, appreciate.

Do not write “participants will learn how to treat anxiety” or “participants will understand how to motivate patients to exposure therapy.”

At the end of this session, participants will

be able to…

Recognize differences between acute

and traumatic stress.

Apply novel pharmacotherapies when

treating patients with comorbid

anxiety and depression.

Practice relaxation and breathing

techniques.

Summarize genetic advances

in our understanding of related

disorders.

New Research Posters• Deadline: November 1, 2017

• Individual presentation in a poster format shares new research findings.

• Abstracts must include a title and 350-word abstract; no learning objectives.

• Posters based on original studies that lack meaningful data (include N) will be rejected.

• Presenters must attend poster session.

• Presenters of accepted posters must register and pay the fee by the early deadline (March 1) or their poster will be rejected.

• Poster presenters must upload PDF for e-Poster site if accepted.

• January 6: Acceptance/Rejection notices

Sample Abstract: Posters (slide 1 of 2)

Background: Despite being at disproportionately higher risk for trauma exposure and

trauma-related psychological problems such as alcohol or substance abuse, the majority

of low-income African Americans do not develop alcohol or substance use disorders.

According to the “Broaden and Build Model,” individual factors, such as the presence of

optimism or positive emotional traits such as joy and contentment, may explain this

resiliency (Fredrickson, 2004). However, research in this area needs to be expanded to

account for the impact of cultural and familial factors such as types of social support

provided (family and/or community) and parental substance abuse history.

Methods: As part of a larger NIMH-funded study, we gathered data from 991 African

American adults, ages 18 to 65, recruited from an urban public hospital. We assessed

substance abuse, trauma exposure, and social and emotional support via the following

self-report measures: the Traumatic Events Inventory (TEI), which was used to assess

lifetime trauma exposure; the Clinical Data Form (CDF), which assesses support an

individual receives from their parents or guardians as a child; the Child Community

Support Questionnaire (CCSQ), which assesses support an individual receives as a child

from adult outside of their parents or guardians; and the lifetime Alcohol Use Disorders

Identification Test (AUDIT), which assesses problematic alcohol use patterns.

Continued on next slide>>>

Sample Abstract: Posters (slide 2 of 2)

Results: A hierarchical regression indicated that, after controlling for age and trauma exposure, community support (CCSQ adult support: β=-.06), family stability (CDF family: β=.2), and parental alcohol/substance abuse (CDF parent drug/alcohol use: β=.13) significantly predicted problematic drinking behaviors in the lifetime (AUDIT lifetime total score; R2 =.21, p<.001).

Conclusion: Findings extend prior research on the “Broaden and Build Model” regarding the protective effects of social and emotional support; these data may help increase our present understanding of resilience in high-risk, low-income African American adults. Findings underscore the role of social support, family stability, and parental alcohol/substance abuse on problematic alcohol use in this population. These data have implications for the development of culturally competent models of prevention and treatment of alcohol and substance abuse.

Review Criteria:

New Research Posters

Presents preliminary analyses using a sample size

sufficient to generate statistically significant,

meaningful, and generalizable findings.

Presents new techniques/ideas.

Addresses an important, highly relevant or hot topic.

Advances research, treatment, or understanding of

anxiety and/or mood disorders.

Demonstrates high scientific and intellectual quality.

Information for Submitters

Credentials for login to submission site will be sent to members and 2017 presenters in early June.

Review and update your contact information at login.

Submission can be saved to complete at any time before the appropriate deadline (August 14 or November 1.)

Questions? Email conference@adaa.org

For more information about the 2018 ADAA Conference visit:

www.adaa.org/resources-professionals/anxiety-and-depression-conference